Special Education

Teaching Students with Learning and Behavioural Differences
A Resource Guide for Teachers

Strategies for Elementary Teachers

Computer Technology

For students who cannot read print, there is now computer software that will scan print and generate synthesized voice. For those unable to write, word processing software is available which will facilitate composing with appropriate spelling, capitalization and punctuation. Some students are unable to use a traditional keyboard, and for them software has been created which recognizes voice and prints a written copy of verbal text. With rapid development of computer technology, such assistive devices will become more common and affordable. See appendices 1 and 2






Scaffolds to Understanding: Charting Stories using Maps, Webs and Plans

Students who have difficulty understanding what they read or distinguishing essential from nonessential details can be assisted. Teachers can develop scaffolds that are specific to each selection to be read or use generic charts that are available in commercially produced reading series. In either case, the idea is to present a structure to the student prior to reading so that he/she can anticipate the important details.

Depending on the structure of the selection to be read, the blank chart could be organized in a chart, map or web formation. The chart could include places for setting, characters, problem, main events and solution to the problem. Charts of varying complexity can be used depending on the abilities of the student.

Reading Skills

Acquiring basic reading skills such as:
  • understanding sound/symbol relationships,
  • reading simple words,
  • increasing the number of words that can be read spontaneously,
  • using strategies to read unfamiliar words (illustrations, context, etc.), and
  • understanding simple stories.

Strategies

  • Read interesting selections orally to class on regular basis.
  • Label objects in the classroom.
  • Use pocket charts to illustrate tracking, initial consonants, etc.
  • Use multi-modal strategies (visual, auditory, tactile, kinesthetic).
  • Create key word and sight word cards with vocabulary that is meaningful to the child.
  • Use key/sight word cards to make generalizations about initial/final consonants, phonetic strategies, etc.
  • Use cut-up sentence strips to assist with word identification and story understanding.
  • Use tactile materials, such as sandpaper or a sponge, to "feel" sounds.
  • Draw what you hear (sounds or simple stories).
Acquiring advanced reading skills such as:
  • decoding multisyllabic words,
  • understanding complex stories,
  • understanding abstract ideas,
  • making inferences, and
  • predicting outcomes.

Strategies

  • Teach students meanings of common root words.
  • Find familiar "chunks" in multisyllabic words (prefixes, suffixes, roots).
  • Decode the word from back to front (tion, vention, prevention).
  • Use context to determine the meaning of an unknown word (read up to the word, beyond the word, rerun strategy, etc.).
  • Pre-teach key vocabulary concepts.
  • Provide background experiences (e.g. field trips) to expose students to new vocabulary.
  • Use pictures, models and diagrams.
  • Use story maps, webs and plans.
  • Use art projects to make abstract concepts more concrete.
  • Interview, dramatize or debate to clarify key points in written selections and to predict outcomes.
  • Use guessing games to clarify character traits.
  • Create a different ending for story.
  • Write the story from a different point of view.
  • Write or draw what you think will happen next.
    Planning instruction for students who have a lower reading level than age peers.

Strategies

  • Pair target students with strong readers to read difficult passages out loud to each other; encourage the stronger reader to read longer passages.
  • Read written directions orally to class before students proceed with an assignment.
  • Provide a special copy of required reading material with the important points highlighted.
  • Provide an audio tape of essential reading material.
  • Select alternate materials with similar content at a lower reading level.